Learning Support

SEND and Support at New School Rome

At New school Rome we are supportive of the rights of groups and individuals and embrace the ideas of Inclusion, diversity and equity, we aim to cater for the individual needs of all students in our care. 

In order to do this, we recognise that some students may, at times, require additional support. Partnership working with school, parents and other therapists can provide a raft of support, care and guidance for our students.

There are 4 broad areas of Special Educational Needs, these are:

Cognition and Learning

This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties.

Communication and Interaction

This area of needs includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs.

Social, Emotional and Mental Health

This includes any pupils who have an emotional, social or mental health needs that is impacting on their ability to learn.

Sensory and/or Physical Difficulties

This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

If you have any queries, concerns or questions about any of these areas, please feel free to contact the SEN team either through email barbara@newschoolrome.com or Fiona@newschoolrome.com

3 Steps to Success

Step 1: In class strategies

If the class teacher is concerned that a child is displaying slight difficulties in a particular area, they will support the child in class by:

• working in a small group
• differentiating work
• using specific individual classroom strategies

For many children no further steps will be necessary

Step 2: Focused 1:1 support with the Learning Support teacher, following specific Learning Goals (IEP)

In addition to classroom differentiated support, the class teacher may feel that a period of more intensive support is required. At this point the class teacher and Learning Support teacher will draw up a number of specific Learning Goals. These are set out on a document and will be shared with the child and their parents. Goals are reviewed termly, in consultation with the child and parents.

Step 3: Referral to an external consultant (eg. Educational Psychologist, Occupational, Play or Speech/ Language Therapist)

If a child continues to have particular difficulties, despite progressing through steps one and two, following discussion with the parents, recommendation will be made for evaluation by an external consultant.
Subsequent to the evaluation, findings will be shared by the consultant with parents and teachers, and following this also with the child. New targets may be established, and changes may be made to the type and frequency of support.

At present the cost of the above is established prior to evaluation and payment is made by the parent/carer directly to the consultant. Some employers may reimburse these fees. In this case we will provide the necessary documentation to assist with this.

When support is no longer necessary

Once a child has achieved all of their targets and is working at the appropriate level, the amount of support will be reduced gradually.  The pupil’s progress will continue to be monitored termly to ensure that they are not left without support prematurely.